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1.
There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways m which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective and efficient manner of providing services to socially unskilled children is through an indirect model of service delivery; that of behavioral consultation. Behavioral consultation is a four-stage problem-solving model that involves the cooperative efforts of two or more persons to clarify a student's needs and develop and implement appropriate strategies for intervention. This article presents the objectives and procedures of each stage of behavioral consultation as a process to facilitate accurate problem identification and effective problem resolution, with the goal of linking social skills assessment directly to treatment.  相似文献   

2.
Although graduate students should be trained in consulting as well as counseling skills, not all counselor education programs systematically teach such consultation skills. Counselor trainees need to practice and implement those skills in laboratory as well as field settings. Workshops have been used successfully to teach oral delivery consultation skills in a counselor training program. In this article, the workshop is offered as a training tool in consultation skills. The use and purposes of workshops are presented, and procedures are demonstrated regarding the use of workshops within counselor education courses. Benefits to counselor trainees are discussed.  相似文献   

3.
Attempts have been made to provide day care services as part of a treatment plan and these services are also used as a preventive strategy. Day Care programs have the potential for providing growth experiences, supportive adult role models, and modeling parental skills in an atmosphere of understanding, respect and trust. There is a need, however, for day care professionals and paraprofessionals who come into contact with children to recognize problems of child abuse and neglect and to develop skills to deal with the range of inherent problems. A report on a training program for day care workers is presented in this article. A survey involving 84 day care programs in southeastern Pennsylvania was conducted and comparisons of intervention and prevention activities of two groups: those programs whose staff participated in the training and those whose staff did not, were made. Assessment of intervention activities shows that there is no difference between the groups. However, analysis of prevention activities shows that day care workers in the trained group were significantly more involved in prevention and high risk referral.  相似文献   

4.
This paper reports on a conference at which participants reviewed indepth the literature on child abuse prevention and child development, as it pertains to different cultural and ethnic population groups, and identifies alternative prevention strategies for these different groups. The efficacy of the following interventions are analyzed: perinatal support programs, education for parents, treatment for abused children, early and periodic childhood screening and treatment programs: social skills training for children and young adults; mutual aid programs and neighborhood support groups; family support services such as crisis care; public information about child abuse and community development activities such as employment assistance. The paper concludes that although treatment services for different groups may be quite similar, prevention strategies must take account of the individual and unique values, norms and socialization patterns of different groups.  相似文献   

5.
Service learning programs are being advanced as effective vehicles for preparing young people for active citizenship and promoting growth in self-esteem, interpersonal skills, leadership skills, and personal responsibility. Although there is a burgeoning literatue addressing service learning programs in school subject areas such as language arts, math, science, and social studies, little consideration has been given to the potential of physical activity programs to provide meaningful service learning experiences for youngsters. Drawing on qualitative and quantitative data, this article describes an apprentice teacher program in which a group of urban youngsters taught basketball to young children attending a summer sports camp. The apprentice teacher program captured the interests and talents of this group of young people who, in their school career, had been characterized as behavior problems, poor attenders, and low achievers. The experience improved their self-confidence, concern for others, intrapersonal and interpersonal skills, problem-solving skills, and enthusiasm for learning. The apprentice teachers completed the program aware of the contributions they could make toward helping others and eager to continue the work the following year.  相似文献   

6.
Antisocial behavior exhibited by children and youth has been an issue of concern for societies throughout history. Events of recent years in the United States (e.g., school shootings, increases in criminal adjudication among children and youth, escalation in violent behavior within this age group) have galvanized public concern and raised antisocial behavior among children and youth to a national health care issue. The purpose of this article is to briefly review the social skills training knowledge base and describe social skills training considerations for at-risk and antisocial children and youth at 3 grade levels: (a) preschool and elementary, (b) middle school, and (c) high school. Characteristics of students, composition of model social skills interventions, and, where possible, efficacy data are reviewed and discussed. We conclude the article by discussing recommendations for future research in this area.  相似文献   

7.
Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement and relevant field-based experiences. However, relatively little literature has described how faculty can pursue comprehensive change in their graduate programs to move training toward a social justice orientation. The purpose of this article is to describe how principles of organizational consultation can be applied to cultivate a program-wide emphasis on social justice issues in school psychology training. In particular, this article reviews relevant literature on social justice education and describes an adapted 5-stage model of organizational consultation for coordinating cohesive program change. Specific recommendations for implementing high-quality social justice training are provided, and directions for future research are discussed.  相似文献   

8.
The development of instructional consultants requires both an understanding of the essential elements of instructional consultation (IC) and a conceptual model for development of skills. IC is a collaborative stage-based process that focuses on academic and behavioral concerns from an ecological perspective. It also emphasizes the importance of language and working relationships in the consultation process. In the first level of development, novice consultants develop awareness and conceptual understanding, as well as limited skills. Competency is achieved through application of skills in school settings with supervision that focuses, with the assistance of audiotaping the consultation sessions, on language and relationship issues as well as content. Advanced skills and proficiency emerge during extended opportunity for practice, supervision and research among those individuals who become interested in developing expertise in this domain of practice. Most training programs provide limited opportunities for competency and expertise to be developed past the novice level. It is essential to enhance educational opportunities and options if consultation practice is to achieve its full potential.  相似文献   

9.
This study compared the effects of two Anger Coping group interventions with aggressive boys to an untreated control condition. Both Anger Coping conditions used cognitive-behavioral and social problem-solving training, and one of the conditions included an adjunctive teacher consultation component designed to enhance teachers' behavioral management skills and facilitation of their students' problem-solving skills. In comparison to the untreated aggressive boys, treated aggressive boys displayed significant improvements in their disruptive-aggressive off-task classroom behavior and in their perceived social competence, and they tended to have reductions in their teachers' ratings of their aggressiveness. There were no significant differences between the two Anger Coping conditions, indicating that teacher consultation did not enhance treatment effects.  相似文献   

10.
Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and outcomes of a parent‐facilitated social skills training program, designed to overcome the shortcomings of acquisition, generalization, and maintenance of other programs for children with ASD. Participants in the current study included 5 children with ASD and their parents, recruited from a western state. This study expands previous research by training parents in implementation of a social skills training program comprising several evidence‐based practices. The results of the parent‐facilitated intervention are provided, and implications for practice and future research are discussed.  相似文献   

11.
This article reviews the primary concepts underlying the current movement toward the provision of comprehensive school-linked services for children and families in low-income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community-based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school-linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training are drawn.  相似文献   

12.
Although social skills training (SST) programs have been shown to improve children's long-term developmental outcomes, school personnel are not typically able to implement such programs. This article outlines the institutional and organizational supports, trainer selection criteria, and the training needed for school counselors to successfully implement and sustain a SST program for children. Social skills programs will only become routine in the classroom if the school setting provides administrative support for skills training, and structures to encourage implementation of SST programs (especially substantial and ongoing training based in the classroom setting). In addition to organizational level considerations, SST trainers need to be socially competent, be able to manage children in small groups, be familiar with the theoretical model underlying the SST program, have the opportunity to practice delivering the program, and have positive attitudes toward delivering the program. The procedures for selecting, training, monitoring, and evaluating school counselors who are SST trainers are described.  相似文献   

13.
In this article, occupational social skills are defined and their importance is highlighted. The lack of occupational social skills has been estimated to be responsible for almost 90% of job loss. Although a number of commercial social skills instructional programs are available, none address social skills as they relate to specific occupations. We offer 4 different ways to develop appropriate occupational social skills training.  相似文献   

14.
This article summarizes the research literature that describes the nature and effectiveness of services that are provided to college students with learning disabilities. Six categories of services are described: assistive technologies and programs, program modifications, therapy and counseling, strategy training, direct academic assistance, and interventions designed to strengthen weak academic skills. Nearly all of the literature that was examined fell within the first 5 categories, with only 3 studies describing efforts to directly improve the academic performance that identified a student's learning disability. In addition, there is almost a total lack of evidence showing that any of the first 5 categories of services resulted in improved academic performance. There was, however, evidence that attempts at improving academic skills resulted in improved academic performance. The article concludes with a discussion of the role that learning disability services should play in a college environment.  相似文献   

15.
Dementia patients have various caregiving needs, which can be serious sources of stress for their families. The increasing numbers of dementia patients and their families mean that new interventions are required to help families provide these complex caregiving needs. Facilitators of dementia-family support programs struggle to provide various health and social services while facing diverse challenges when running these programs. The purpose of this study was to determine the self-efficacy, competence, and target complaints when operating a dementia-family support program among facilitators who had participated in a facilitator training program. The study had a one-group pretest and posttest design, and data from 32 facilitators at 28 community dementia centers were analyzed. We used a self-reported questionnaire to collect quantitative and qualitative data before and after participating in the training program. The self-efficacy and competence of the facilitators increased after participating in the training program and operating their own dementia-family support program. Target complaints that represented challenges to operating a dementia-family support program were divided into five categories, and most of them decreased at the posttest. This study has demonstrated the advantages of providing a training program to facilitators, which resulted in improvements in self-efficacy, competence, and difficulties when they were operating a dementia-family support program.  相似文献   

16.
Evaluation of graduate students’ consultation skills is essential to competent practice in school settings. Congruence of evaluation of the consultation experience has been shown as an important factor in the development of competent consultants in other, related disciplines. The current study analysed student consultant and teacher consultee perspectives on several dimensions, including school system entry, knowledge gaps, territorial concerns, role ambivalence, and problems inherent in student–staff member interaction. Results of tests for congruence of ratings of providers and recipients of consultation services suggest a number of concerns regarding the preparation of graduate student consultants for successful practise in school settings, including inadequate preparation for systems entry, conflict over shared problem solving and the need to balance expertise with collaboration, and graduate student’s lack of knowledge of instructional practices. Implications for training graduate students in school-based consultation are discussed.  相似文献   

17.
The ‘THOMAS’ course (The Hampshire Outline for Meeting the needs of under fives on the Autistic Spectrum) is a four‐day training programme to enhance the learning of young children with impairments in social understanding, communication and play by increasing the use of appropriate interventions. It has been supporting families and professionals in the early years settings for over five years and feedback has been exceptionally positive. This article reviews the extent to which training skills have been embedded in the long‐term. Results indicate that the training is still as effective a year on, with many techniques, including visual structure and behaviour management, seen as highly effective interventions. Furthermore, there is an indication that course participants may experience an increase in confidence that enables them to become more independent and generate their own solutions as skills and knowledge become embedded over time.  相似文献   

18.
Counselor education programs throughout the country have employed competency-based objectives as part of their training programs. The utilization of behavioral objectives in defining specific counselor skills has produced numerous systems and models for the training of counselors. This article presents a multidimensional model for counselor education that uses a behavioral approach in conjunction with the more globally accepted services and functions of the secondary school counselor. The multidimensional model places the competencies in three distinct domains: (a) 10 identifiable services provided by the secondary counselor; (b) the three functions performed by the counselor; and (c) the three types of program training components commonly used in counselor education programs. The three dimensions of the model are presented in a Guilford-like cube for simplicity.  相似文献   

19.
OBJECTIVE: To describe the programs for medical diagnosis of child abuse and neglect in three states and efforts to establish state-wide programs in two states. To describe common themes and issues that emerged related to the establishment and maintenance of these programs. METHODS: Five states were selected as case studies to represent a range of experience and type of function embodied in programs that address medical diagnosis of child abuse and neglect. Individuals knowledgeable about the programs or efforts to establish state-wide programs in their home states described these in detail. Inductive analysis was used to identify themes and issues that emerged across the states studied. FINDINGS: Themes emerged in three general areas: funding, services, and training. Findings related to funding were: 1) State funding was vital for initiation of statewide programs; 2) Alliances with other groups with parallel interests were successfully used to garner support for child abuse programs; 3) Services needed to be adequately reimbursed to be sustained; 4) Political climate often affected funding. With regard to services we found: 1) There was no optimal way to organize services, but rather many ways that worked well; 2) It was critical to address local service needs; 3) Provision of standardized quality services was essential. With regard to training: 1) Professional training was an integral part of all statewide programs; 2) New technologies, including televideo, have been explored and implemented to assist in training in statewide programs. CONCLUSIONS: Each state has taken a unique approach to programs for the medical diagnosis of child abuse and neglect. However, there are commonalities, particularly among the states that have been successful in establishing and maintaining comprehensive services and/or training.  相似文献   

20.
The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.  相似文献   

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